805
Views
3
CrossRef citations to date
0
Altmetric
Articles

Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies

ORCID Icon &

References

  • Alston, C. L. (2012). Examining instructional practices, intellectual challenge, and supports for African American student writers. Research in the Teaching of English, 112–144
  • Alston, C.L. & Brown, M.T. (2015). Differences in intellectual challenge of writing tasks among higher and lower value-added English Language Arts teachers, Teachers College Record, 117(5), 1–24
  • Applebee, A. N., & Langer, J. (2011). A snapshot of writing instruction in middle schools and high schools. English Journal, 100(6), 14–27.
  • Bahr, P. R. (2012). Deconstructing remediation in community colleges: Exploring associations between course-taking patterns, course outcomes, and attrition from the remedial math and remedial writing sequences. Research in Higher Education, 53(6), 661–693. doi:10.1007/s11162-011-9243-2
  • Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. Multiple perspectives on the teaching and learning of mathematics, 4, 83–104
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. doi:10.1521/jscp.1986.4.3.359
  • Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153–224. doi:10.3102/00028312042001153
  • Brown, A.L., & Palincsar, A.S. (1986). Guided, cooperative learning and individual knowledge acquisition (Technical Report No. 372). Cambridge, MA: Center for the Study of Reading
  • Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 6(11), 38–46.
  • Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907. doi:10.1037/a0012656
  • Darling-Hammond, L., Oakes, J., Wojcikiewicz, S., Hyler, M. E., Guha, R., Podolsky, A., … Harrell, A. (2019). Preparing teachers for deeper learning. Cambridge, MA: Harvard Education Press.
  • Davis, E. A. (2003). Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts. The Journal of the Learning Sciences, 12(1), 91–142 doi:10.1207/S15327809JLS1201_4
  • Donovan, C. A., & Smolkin, L. B. (2011). Supporting informational writing in the elementary grades. The Reading Teacher, 64(6), 406–416. doi:10.1598/RT.64.6.2
  • Duffy, G. G., Miller, S., Parsons, S., & Meloth, M. (2009). Teachers as metacognitive professionals. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 240–256). New York, NY: Routledge.
  • Duffy, G. G., Roehler, L. R., & Herrmann, B. A. (1988). Modeling mental processes helps poor readers become strategic readers. The Reading Teacher, 41(8), 762–767.
  • Gallavan, N. P., Bowles, F. A., & Young, C. T. (2007). Learning to write and writing to learn: Insights from teacher candidates. Action in Teacher Education, 29(2), 61–69. doi:10.1080/01626620.2007.10463449
  • Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. doi:10.1525/aa.1994.96.3.02a00100
  • Grisham, D. L., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348–364. doi:10.1080/19388071.2010.532581
  • Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. The Teachers College Record, 111(9), 2055–2100.
  • Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imaging teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. doi:10.1080/13540600902875340
  • Grossman, P., Loeb, S., Cohen, J., & Wyckoff, J. (2013). Measure for measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers’ value-added scores. American Journal of Education, 119(3), 445–470. doi:10.1086/669901
  • Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. doi:10.3102/0002831207312906
  • Grossman, P., Valencia, S. W., Evans, K., Thompson, C., & Martin, S. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631–662. doi:10.1080/10862960009548098
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press, Teachers College, Columbia University
  • Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco, CA: John Wiley & Sons.
  • Harward, S., Peterson, N., Korth, B., Wimmer, J., Wilcox, B., Morrison, T. G., … Pierce, L. (2014). Writing instruction in elementary classrooms: Why teachers engage or do not engage students in writing. Literacy Research and Instruction, 53(3), 205–224. doi:10.1080/19388071.2014.896959
  • Hebard, H. (2016). Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning. Teachers College Record, 118(7), 1–46
  • Hillocks, G. (1987). Synthesis of research on teaching writing. Educational Leadership, 44(8), 71–82.
  • Hillocks, G. (2005). At last: The focus on form vs. content in teaching writing. Research in the Teaching of English, 40(2), 238–248.
  • Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious instruction. Paper presented at the Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, Massey University, Wellington.
  • Kennedy, M. M. (1988). Learning to teach writing: Does teacher education make a difference? New York, NY: Teachers College Press.
  • Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers’ and teacher educators’ learning. The Elementary School Journal, 109(5), 491–509. doi:10.1086/596998
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  • Lee, C. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
  • McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. doi:10.1177/0022487113493807
  • McGrew, S., Alston, C. L., & Fogo, B. (2018). Modeling as an example of representation. In P. Grossman (Ed.), Teaching Core Practices in Teacher Education (pp. 35–55). Harvard Education Press
  • McGrew, S., Alston, C. L., & Fogo, B. (2018). Modeling as an example of representation. In Grossman, P. (Ed.), Teaching Core Practices in Teacher Education (pp. 35–55). Cambridge, MA: Harvard Education Press
  • Merriam, S. B. (2009). Qualitative case study research. Qualitative research: A guide to design and implementation, 39–54
  • Mihaly, K., & McCaffrey, D. F. (2014). Grade level variation in observational measures of teacher effectiveness. In T. Kane, K. Kerr, & R. Pianta (Eds.), Designing teacher evaluation systems: New guidance from the measures of effective teaching project (pp. 9–49). San Francisco, CA: Jossey-Bass.
  • Myers, J., Scales, R. Q., Grisham, D. L., Wolsey, T. D., Dismuke, S., Smetana, L., … Martin, S. (2016). What about writing? A national exploratory study of writing instruction in teacher preparation programs. Literacy Research and Instruction, 55(4), 309–330. doi:10.1080/19388071.2016.1198442
  • Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence? (Vol. 12). Chicago, IL: Consortium on Chicago school research.
  • Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The quality of intellectual work in Chicago schools: A baseline report. Chicago, IL: Consortium on Chicago school research.
  • Norman, K. A., & Spencer, B. H. (2005). Our lives as writers: Examining preservice teachers' experiences and beliefs about the nature of writing and writing instruction. Teacher Education Quarterly, 32(1), 25–40
  • Olsen, B. (2011). I am large, I contain multitudes. Teacher identity as a useful frame for research, practice, and diversity in teacher education. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education, Rowman & Littlefield. (pp. 257–273).
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7–25. doi:10.1080/10573560600837578
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. doi:10.17763/haer.57.1.j463w79r56455411
  • Snow, C. E., & Biancarosa, G. (2003). Adolescent literacy and the achievement gap: What do we know and where do we go from here? New York, NY: Carnegie Corporation.
  • Sperling, M., & Freedman, S. W. (2001). Research on writing. In V. Richardson (Ed.), Handbook of research on teaching (Vol. 4, pp. 370–389). Washington, DC: American Educational Research Association.
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1986). Thought in language. Cambridge, MA: MIT Press.
  • Westby, C., & Costlow, L. (1991). Implementing a whole language program in a special education class. Topics in Language Disorders, 11, 69–84. doi:10.1097/00011363-199111030-00008
  • Wolcott, H. F. (1990). On seeking-and rejecting-validity in qualitative research. Qualitative inquiry in education: The continuing debate,121–152

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.